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    The Poplars Curriculum- Maths




At Poplars Farm, we believe that all pupils can achieve in Mathematics. We do not put ceilings on what pupils can achieve in maths and we do not hold pre-conceptions about any pupils’ ability to make progress. We believe that there is no such thing as a ‘Maths person’. We believe that maths is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, pupils should be able to demonstrate a deep, conceptual understanding of the topic and build on this over time. Mathematics lessons should provide the opportunity for all children, regardless of their ability, to work through fluency, reasoning and problem solving activities. We want all pupils to ‘master’ maths, and follow a ‘mastery’ teaching approach. A mathematical concept or skill has been mastered when a child can represent their thinking using a variety of mathematical representations, use the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar concepts. We want pupils to be able to move between different contexts and representations of mathematics, and be able to recognise relationships and make connections within various areas of mathematics. 

The ‘Big Ideas’ in mathematics 

Throughout the maths curriculum fluency, varied fluency, problem solving and reasoning, will be the continuous threads of learning, enabling children to both develop and broaden their skills with a depth of mathematical understanding. 

Implementation: please continue reading the full Mathematics K&S Progression document here

Overarching concepts – It is vital that the knowledge and skills children learn are cumulative, co-ordinated and coherent.  

In order to achieve this in our curriculum, the key concepts and knowledge required have been identified within a ‘small step’ approach to the teaching of Maths.  Pupils’ intellectual development and knowledge-retention, where knowledge is committed to long term memory, is supported by structuring learning according to carefully selected knowledge and skills ‘and returning to them frequently, giving context and familiar language on which to build new learning.  It is essential that these key concepts in maths are continually returned to and reinforced in order to create an organised, easily-understood and progressive structure of learning. Pupils will continue to deepen their understanding through this revisiting and interleaving.  This principle is about making connections and constant reference to a bigger picture.  Future learning, authentic cross-curricular understanding and the detail of deeper learning take place within this coherent structure.


A mathematical concept or skill has been mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations. 

We aim for our pupils to: 

  • clearly explain their reasoning and justify their thought processes

  • be able to demonstrate quick recall of facts and procedures

  • show flexibility and fluidity to move between different contexts and representations of mathematics.

  • demonstrate the ability to recognise relationships and make connections in mathematics.

Moreover, we want our pupils to be happy, confident, articulate and autonomous learners with a life-long passion for learning

The impact of our curriculum on pupils’ development of mathematical knowledge and skills is measured formatively and summatively. Regular assessment and feedback are provided during lessons. Ongoing assessment by teachers, alongside the use of online nationally benchmarked assessments inform teaching, as well as intervention, to enable support leading to the success of each pupil. 

Internal moderation of teachers’ assessments is conducted by year group teams, the subject leader and SLT. The Mathematics leader and SLT rigorously monitor teaching and learning to ensure that pupils make good progress across the school. The subject leader for mathematics will report end of year outcomes (tracking through O'Track) and parents will receive an annual report which includes their child’s achievement in mathematics. These factors ensure that we maintain high standards in mathematics.  In the Early Years, a mixture of child-initiated and quality teacher-led learning enables the vast majority of pupils to progress seamlessly onto the National Curriculum, by achieving their Early Learning Goals in mathematics. Upon completion of the primary years, our pupils are fully prepared and equipped to successfully continue their mathematical learning journey at secondary school and beyond.


Throughout  Reception, Key Stage 1 and Key Stage 2 our teaching is based on the mastery approach following the White Rose Maths Schemes of Learning. This scheme is Influenced, inspired and informed by the work of leading maths researchers and practitioners across the world.

The White Rose Maths schemes of learning are designed to give sufficient time for teachers and pupils to explore and understand concepts in depth, rather than covering it superficially and then returning several times. This practice and consolidation helps children to grasp the links between topics and to understand them more deeply.

We also enhance this scheme by using materials from the National Centre for Excellence in the Teaching of Mathematics. (NCETM)


Long Term Plans

Long Term Plans for Maths from Reception through to Year 6.

See the link below.


Times tables


Here at Poplars Farm, we want children to become proficient, accurate in their automatic recall of their times tables. We recognise how this knowledge underpins many areas of maths. We encourage all pupils to become Times Tables Champions.

The expectations for each year group are:

Times table check

Please use the link below to see how children can prepare for their times tables tests.


In addition, pupils can practise their times table using the games and resources provided online through their Times Tables Rock Stars logins.

Children from Year 2 - 6 have individual logins for Times Table Rock Stars.



The sites below enable pupils to practise the format of the Multiplication Times table Check undertaken by Year 4 pupils, in June.



Num bots

Your child’s Times Table Rock Stars login will enable them access to Numbots and practise their recall of key number facts. This programme is suitable for pupils from ages 5-7.

Numbots 3Numbots 4

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